1. BEHAVIORAL OBJECTIVES
Motivational Predictors of Persistence in Baccalaureate Nursing Students
Christine L. Heid, PhD, RN, CNE Mark Fridline, PhD
Faculty Development Conference  Success Strategies for New Faculty
February 4-6, 2016 Hilton St. Petersburg, Florida
Ashland University Dwight Schar College of Nursing & Health Sciences, Mansfield, Ohio University of Akron, Akron, Ohio
INTRODUCTION
METHODS & MATERIALS
CONCLUSIONS
As the demand for nurses increases and the supply declines, nurse educators must improve student success in the nursing program to graduate more professional nurses to fill this gap. Motivation toward nursing studies is crucial to persistence and success in the nursing major.
The relationship between specific types of motivation (intrinsic, extrinsic, amotivation) and persistence behaviors have not been studied in BSN students. Understanding the motivation and persistence behaviors of BSN students may inform the student success strategies employed by programs of nursing.
Non-experimental, quantitative, descriptive study with correlation and regression analysis.
Conceptually, the study was guided by Deci and Ryan’s self-determination theory, King’s theory of goal attainment, and Jeffreys’ nursing undergraduate retention and success model.
Research Instruments
28-item Academic Motivation Scale (AMS)
69-item College Persistence Questionnaire (CPQ)
7-item demographic survey
Reliability & Statistical Analysis
Cronbach’s alpha was calculated for both questionnaires, indicating acceptable high reliability for the AMS (α = 0.798) and the CPQ (α = 0.746).
The relationship between academic motivation and persistence behaviors was tested using the Pearson product-moment correlation coefficient r followed by multiple linear regression .
Persistence behaviors predict retention (Beck & Milligan, 2014; Davison et al., 2009; Gore, 2010)
More self-determined motivation leads to meaningful behaviors (Vallerand et al., 1992)
More autonomous motivational states led to a connection between classroom and applied learning
A strong desire to become a nurse was a predictor of commitment to nursing studies
Amotivation negatively associated with persistence behaviors
King’s theory of goal attainment applied to the teacher/student relationship for goal attainment
Northeast Ohio Region
AU Schar CONHS
9 BSN programs
(NEONI, 2013;
OLN, 2013)
89.1% female
9,974 BSN students
(OBN, 2012)
195 participants
59% response rate (Heid, 2014)
State of Ohio
Selection Criteria:
At least 18 years old at time of questionnaire completion
Not pregnant at time of survey
Nursing major in Ohio Board of Nursing approved BSN program
BEHAVIORAL OBJECTIVES
Describe the types of motivation that predicted persistence behaviors reported by BSN students.
Identify two key strategies that educators, leaders, or policymakers may use to foster behaviors that may lead to nursing student success.
Academic Motivation & Persistence Behaviors in BSN Students
Autonomously motivated and related to goal attainment
Intrinsic motivation to know:
may relate to the reason many enter nursing school, such as for altruistic reasons or to help others
Extrinsic motivation identified and introjected regulation:
may be associated with future employment or achievement of career goals
Motivation associated with academic integration and degree commitment
Personality traits of nursing students
There may be a segment of students who are more interested in doing a skill (external regulation) then in doing it correctly (scholastic conscientiousness)
Integration of classroom (theory) into clinical (practice)
When students see the relationship between what they are learning and a career in nursing, they may have greater success in nursing.
RESULTS
RESEARCH OBJECTIVES
Statistically significant relationships:
Overall motivation (self-determination index) and the persistence behaviors:
Academic Integration (r = .491, N = 189, p < .001)
Social integration (r = .393, p <0.01)
Advising (r = .381, p <0.01)
Institutional commitment (r = .375, p <0.01)
Degree commitment (r = .325, p <0.01)
Academic efficacy (r = .298, p <0.01)
Collegiate stress (r = .213, p <0.01)
Three categories of academic motivation (intrinsic, extrinsic, amotivation) and several persistence behaviors in BSN students
Predictive model of the persistence behavior Academic Integration:
Intrinsic Motivation to Accomplish has a positive relationship to Academic Integration ( 𝛽 = 0.102)
Extrinsic Motivation – Identified Regulation has a positive relationship to Academic Integration ( 𝛽 = )
Amotivation has a negative relationship to Academic Integration ( 𝛽 = )
Predictive model of the persistence behavior Degree Commitment:
Extrinsic Motivation – Identified Regulation has a positive relationship to Degree Commitment ( 𝛽 = 0.68)
Amotivation has a negative relationship to Degree Commitment ( 𝛽 = )
This study sought to investigate individual and organizational mediators of retention, specifically academic motivation and persistence behaviors of nursing students.
Primary Research Question:
What is the relationship between student academic motivation and student persistence behaviors in a baccalaureate nursing program?
Subquestion #1:
To what extent do intrinsic, extrinsic and amotivational styles predict academic integration in baccalaureate nursing students?
Subquestion #2:
To what extent do intrinsic, extrinsic, and amotivational styles predict degree commitment in baccalaureate nursing students?
IMPLICATIONS
Strategies for promoting student success and program improvement:
SELECTED REFERENCES
Incorporate motivation factors in enrollment/ retention data
Classroom engagement behaviors
Degree and institutional commitment
Academic and social interactions
Psychosocial experiences
Advisement that incorporates self-regulation and motivation to help designate support services for students with identified needs
Partnership programs with health centers
Recruitment events that include faculty
Faculty and social support
Advising and relationship-building
Inclusiveness activities to foster social connectedness and commitment
Peer and faculty mentoring
Learner-centered classroom
Living-learning communities
Service-learning activities
Real-world case studies
Collaborative (faculty and peer) learning environments
Provide students choice
Application to career/ job opportunities
Provide clear, consistent, high expectations; frequent feedback; and autonomy supportive environments .
Develop program initiatives to support students (on and off campus)
Address the demand and encourage continued education
Achieve institutional and program success through self-determined motivation and persistence behaviors in students
Recommendations for Faculty and Students
Davidson, W.B., Beck, H.P., & Milligan, M. (2009). The College Persistence Questionnaire Version 3 (CPQ v3). [Measurement instrument]. Unpublished instrument. Available from
Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press.
Jeffreys, M.R. (2004). Nursing student retention: Understanding the process and making a difference. New York: Springer.
King, I.M. (1992). King’s theory of goal attainment. Nursing Science Quarterly, 5(1), doi: /
Seidman, A. (2012). College student retention: Formula for student success (2nd ed.). Lanham, MD: Rowman & Littlefield Publishers.
Vallerand, R.J., Pelletier, L.G., Blais, M.R., Briere, N.M., Senecal, C., & Vallieres, E.F. (1992). Academic Motivation Scale (AMS-C 28) College Version [Measurement instrument]. Educational and Psychological Measurement,
SAMPLE & POPULATION
Attended mid-sized private university in northeast Ohio
Enrolled in the traditional track of the nursing program (88.6%, n=164)
Purposive criterion sample
Planned to work 1-15 hours/week during the spring semester (42.7%, n=79)
All years and tracks of the nursing program
Female (87%, n=161)
Indicated marginal financial difficulty spring semester (58.9%, n=109.
Caucasian (92.4%, n=171)
Aged years 80.43%, n=171)
ACKNOWLEDGEMENTS
Gender
Age
Year in Program
I would like to express my sincere gratitude to the members of my dissertation committee at the University of Phoenix School of Advanced Studies who made this work possible:
Dr. Ela-Joy Lehrman, chair
Dr. Karen Armstrong, committee member
Dr. Dorothy Hawthorne-Burdine, committee member
This project was supported in part by a research grant from Ashland University College of Nursing and Health Sciences.
The presenter, Christine L. Heid, acknowledges no conflicts of interest.
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